Education and School Activities

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CHAPTER I
THE PROBLEM AND ITS SETTING

Introduction
Every developing society must aim at free, compulsory universal education as the highest national priority. However, considerable analysis of the education process is required if the enormous effort that this objective implies is to prove worthwhile. Education is normally thought of as the process by which the formalized knowledge of a society is passed on its young through institutions of learning of one sort or another. It has however a wider connotation implying all the means by which the youth are prepared for the adult experience and, indeed, the young and not so young equipped to play their part in society. It is in this wider sense that extra- curricular activities be considered along with education in developing the country. Obviously, for a country like Philippines, education is crucial since every aspect of our society reflects the failure to achieve a harmony between aspiration and performance or even between the existence of resources and their use. For students, therefore, it is not enough that education should transmit our accumulated knowledge and skill from one generation to the next, because most of our difficulties can be traced to the inadequacy of our skills and the misdirection of our knowledge. Accordingly, education cannot be neutral; the educational process cannot consist of mere techniques for transmitting knowledge. These activities other than those in the curriculum help students to overtake expectations so that, by engaging these resources, students can transform both the focus of one’s attitudes and the nature of their skills. Hence, education along with extra-curricular activities is the key to what must be an act of self-transformation. Right at the outset, it is necessary to clarify a philosophical question about extra-curricular activities in school, which cannot be left unanswered. There is a view of these activities, which seems to imply that the process must be restricted to the passing on of specific knowledge. In this concept the question of attitudes is deemed to be outside of the scope of the system. It is felt that attitudes are deemed to be outside of the scope of the system. It is felt that attitudes are a private matter between parents and children to be dealt with in the home and nowhere else. In this view of education, the nearest that a school would come to the business of attitudes would be simple matters like discipline and getting along with others. These areas reflect a desire to fit a young person for survival in the adult economy so much as the self- interest of the school itself needs these activities if its lessons are to be heard. To recall the years in school one could have spent, everything has been taken up; the structure of language, the dates of Nelson’s victories, the laws of motion and the properties of metal were taught with varying degrees of energy and skill, but no one asked a student to consider why should be his brother’s keeper. Social responsibility, government, political method or public morality are considered as among the essence of extra-curricular activities in school a more adventurous form of education, involving the conscious attempt to inculcate attitudes and conditions the young citizen to obedience coupled with a carefully nurtured acceptance of some central idea. Moreover, thought of extra-curricular activities, students are able to fashion its response to the environmental challenge through the educational process. Through these activities undertaken by the students, one looks at the question of skills first of all as it bears great relationship to the kind of economy, which we seek to build and can change the traditional pattern of education. The co-curricular activities relate knowledge to the capacity of a student to perform. This research determined the effects of extra-curricular activities on the development of the graduating BS Hotel and...
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